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Why ABA?

Applied Behavior Analysis (ABA) is the foundation of our programs at Learners’ Compass. ABA is the science of applying principles of learning to improve socially significant behavior. Behaviors are defined in observable, measurable terms, and progress is guided by data-driven methods that ensure accountability. By analyzing how behavior relates to the environment, ABA produces functional and effective interventions.

Through purposeful repetition and reinforcement of individualized goals, ABA builds new pathways for communication, play, social interaction, and independence. Because autism is a spectrum, the pace, goals, and motivators are tailored to each learner.

 

The U.S. Surgeon General recognizes ABA as an effective treatment for autism spectrum disorder, supported by more than 40 years of research. Over 1,000 peer-reviewed studies demonstrate improvements in communication, learning, adaptive behavior, and daily living skills while reducing barriers to growth. Research shows measurable gains in language, intellectual functioning, and social interaction, with lasting improvements in quality of life.

 

At Learners’ Compass, ABA is delivered through:

  • A clinical team of experts trained in current, science-based methods

  • Robust curricula that guide consistent, effective instruction

  • Compassionate, individualized care

  • Collaboration with families and other providers, creating a circle of care that ensures consistency across settings

 

ABA provides children and young adults the tools to build skills, reduce barriers, and achieve meaningful progress across all areas of life.

Tutoring

ABA is based on how people learn and how the brain can change through neuroplasticity. With purposeful repetition and reinforcement, new skills become established pathways in the brain that support lasting growth in communication, social interaction, and daily living.

  • Learner-Centered: Every program begins with the individual. Goals, pace, and teaching strategies are adapted to the learner’s strengths and needs.

  • Step by Step: Skills are broken down into small, manageable steps — the size of each step is determined by the learner, ensuring success at every stage.

  • Power of Motivation: Reinforcement and meaningful motivators fuel engagement, making learning natural and rewarding.

  • Evidence-Based: All methods are rooted in decades of research and are continuously measured through data-driven decision making.

 

ABA works by meeting learners where they are and guiding them forward with individualized teaching, so every step builds confidence, independence, and real-life success.

How Does ABA Work?

Children and Teacher in Kindergarten
Playing with Play Dough

ABA offers a framework that is structured, individualized, and measurable, giving learners and families a clear path forward.  It provides:

  • Comprehensive assessment tools to identify skill deficits and behavior excesses

  • Evidence-based treatment plans to address challenging behaviors and build functional alternatives

  • Individualized curriculum design tailored to each learner’s strengths, needs, and goals

 

ABA ensures that interventions are personalized, adaptable, and outcomes-focused, supporting meaningful progress across home, school, and community settings.

What Does ABA Provide?

ABA Effectiveness Research

Early Intensive Behavioral Treatment: Replication of the UCLA Model in a Community Setting.

Cohen, Howard, Amerine-Dickens, Mila, Smith, Tristram. (2006). Journal of Developmental & Behavioral Pediatrics, 27 (2), 145-155.

In 2006, the 1987 Lovaas study was replicated, validating the original results. The results showed an increase in IQ, behavior, and skill acquisition; 29 percent were indistinguishable, and 52 percent mainstreamed with support.

Intensive Behavioral Treatment at School for 4- to 7-Year-Old Children with Autism.

Eikeseth, Svein, Smith, Tristram, & Eldevik, Erik Jahr Sigmund (2002). Behavior Modification, 26, 49-68.

This study demonstrated that behavior interventions produced significantly better results for all children when compared to eclectic models

Behavior analysis in education: Focus on measurably superior instruction

 (pp. 323–335). Greer, R. D. (1994a). The measure of a teacher. In R. Gardner, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. Eshleman, & T. A. Grossi (Eds.), Pacific Grove, CA: Brooks/Cole.

The results of this study indicated that, for all learners, the number of goals and objectives met depended upon the teacher’s precise, accurate, and fast-paced application of applied behavior methodologies.

A functional analysis of the Comprehensive Application of Behavior Analysis to Schooling.

Greer, R.D, Selinski, J., & Lodhi, S. (1991). Journal of Applied Behavior Analysis, 24, 108-118.

The results showed that implementing precise applied behavior analysis in schools was highly beneficial and led to improvement for students, families, and school personal. A total of 38 children were studied over 2 years, with a third year follow-up. The results showed a significant increase in the number of objectives taught as well as the number learned.

A Comparison of Intensive Behavior Analysis and Eclectic Treatments for Young Children with Autism.

Howard, Jane S., Sparkman, Coleen R., Cohen, Howard G., Green, Gina, & Stanislaw, Harold. (2005). Research in Developmental Disabilities, 26 (4), 359-383.

The results demonstrated that intensive ABA treatments led to significantly greater improvements when compared to eclectic models. Significant improvements were demonstrated across all targeted skills for all learners. This was a replication of Eikeseth et al.’s (2002) study.

Improving social skills and disruptive behavior in children with autism through self-management.

Koegel, L. K., Koegel, R. L., Hurley, C., & Frea, W. D. (1992). Journal of Applied Behavior Analysis, 25, 341-353.

The study showed that the tactic of self-management significantly improved appropriate social skills among learners.

Behavioral treatment and normal educational and intellectual functioning in young autistic children.

Lovaas, O. I. (1987). Journal of Consulting and Clinical Psychology, 55(1), pp. 3-9.

This original research study regarding the effectiveness of Applied Behavior Analysis (ABA) in the treatment of children with autism found that 90 percent improved as a result of 40 hours per week of treatment. Nearly 50 percent were indistinguishable from typically developing peers after treatment.

For more information see: http://rsaffran.tripod.com/lovaas1987.html

Case study: intensive behavioral intervention with a 7-year-old girl with autism.

Lynch, S. (1998). Autism, 2 (2), pp. 181-197.

The results of this study showed an increase in language with intensive behavior interventions for a seven-year-old girl.

Case study: Deterioration, autism, and recovery in two siblings.

Perry, R., Cohen, I., & DeCarlo, R. (1995). Journal of the American Academy of Child and Adolescent Psychiatry, 34 (2), pp. 232-237.

This case study details the process of recovery from autism for Catherine Maurice’s two sons.

Intensive Behavioral Treatment for Children with Autism: Four-Year Outcome and Predictors.

Sallows, Glen O. & Graupner, Tamlynn D. (2005). American Journal on Mental Retardation, 110 (6), 417-438.

In 2005, this study replicated the 1987 Lovaas study. The results showed improvement in all the children: "48% of the children showed rapid learning and were succeeding in regular education classrooms."

For more information see: http://autism.about.com/od/alllaboutaba/f/toohiforaba.htm

Behavioral training for siblings of autistic children.

Schreibman, L., O'Neill, R. E., & Koegel, R. L. (1983). Journal of Applied Behavior Analysis, 16, 129-138.

This study showed that, when three siblings learned behavior techniques and applied them in natural settings, the behavior of their sibling with autism improved. The results also demonstrated that the sibling relationships improved as more successful and reinforcing interactions increased.

Related Journals

Related Books

Related Websites

Government References

  • The Surgeon General's 2000 report, Other Mental Disorders in Children and Adolescents, states:

    "Because autism is a severe, chronic developmental disorder, which results in significant lifelong disability, the goal of treatment is to promote the child's social and language development and minimize behaviors that interfere ...

  • Autism NJ
    Autism New Jersey is a nonprofit agency committed to ensuring safe and fulfilling lives for individuals with autism, their families, and the professionals who support them.

    For more information, see: https://www.autismnj.org

    The New Jersey Association for Behavior Analysis
    NJABA is an affiliated chapter ...

  • NY State Department of Health
    A 1999 report from the New York State Health Department, Behavioral and Educational Approaches, provides a review of behavior interventions. In addressing the success attributed to early interventions, the number of hours of treatment, and the imperative elements of behavior ...

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